英语九年级上册《Unit 4 Problems and advice Reading： Aunt Linda‘s advice page》_17
Unit4 Problems and advice
Reading period1教学设计
Part 1.Analysis of the teaching material:
This period is from Unit 4 of 9A Oxford English. This topic is very important to
students especially graduate, they want to talk about their problems and get
suggestions very much. In the reading part, Students will learn four Internet posts
about teenagers’ problems. The reading Aunt Linda’s advice page shows us four
teenagers about their problems. Anna is worried about her friends of being too thin.
Peter is ashamed of being laughed at. Simon feels embossed about wearing braces.
Julie is annoyed with her sister. It is easy to raise sympathy among the students. They
will wonder what to do in such situations. Therefore, this unit is very important
throughout Junior High school.
Part2. Analysis of the students:
As junior 3 students, problems and advice is a topic which can attract the
students’ attention. It is hard to be a teenage, especially for students who are facing
graduation. Thus it is not very difficult for them to get to this unit. Such topic will
stimulate the students’ desire and raise their learning interest. The students will be
active in the activities in this lesson.
Part3. Teaching aims:
1．Aims of the knowledge:
(1)To know the spelling of some words and usage of some phrases.
(2)To learn something about the four teenagers’ problems.
(3)To grasp the main idea of Reading and use the information to talk to others about
others’ problems .
2．Aims of the ablilities:
(1)To train the ability of getting information by reading.
(2)To train the ability of retelling the story.
3．Aims of the emotion:
(1)To understand how to write about problems and express feelings.
(2)To ask for advice to solve the problems.
Part4. Teaching emphasis
1． To get the ability of general reading and getting information by using various
ways of expressing questions: ask and answer questions, tables, retelling and true
or false questions.
2． learn about the key words and expressions.
Part 5. Teaching difficulties
1．To recognize and understand vocabulary about problems.
2．To ask for advice
Part 6. Teaching methods In this topic, I will use five-step Teaching Method and Task-based language
Teaching. I design some tasks to help the students learn. I think if I want to improve
the students’ oral English, I should give them enough chances to practice and I will
use pair work, group work to let the students take an active part in all kinds of
activities. That is “Learning by doing, learning by using”. Let the students be the
masters of the class teaching. Thus, student-centered teaching method is well shown.
Part 6. Teaching aids
Projector, computer and blackboard
Part 7 Teaching procedure
step1. lead-in
The purpose is to arouse the students’ interest of study.
Let’s have a free talk.
T: Good morning, boys and girls. It has been almost two month since you became
a Grade 9. Have you got used to the life as a graduate? Let’s have a test to see if you
are doing well. Here is a picture and you can see many white and black dots in it. Are
the black dots moving or not? If your answer is yes, put up your hands! Actually, the
faster the black dots move, the greater pressure you have.
Pressure comes from problems. Have you got problems? You look unhappy. What
happened?
S1：I didn’t go to bed until 12 o’clock. I am sleepy now.
T：What have you done to solve this problem?
S1: I don’t know.
T：Do you have the same problem? Do you have any advice for him?
S2: He should …
T: Great! I think you all have great ideas. Here is my advice. First, plan your day
carefully, so you can make full use of your time. Next, You should also manage to find
time to rest. Because “all work and no play makes Jack a dull boy.”
See? When we have problems, we should never keep them to ourselves. We
can ask for advice. This is also what we are going to learn today “ Problems and
advice” Turn to page 50.
Step2. Before reading
The purpose is to develop the skills of guessing and getting information from the
introduction, the title and other obvious materials.
T: Look at the introduction, the title and the names of the four teenagers on page
51. Then answer the questions.
1) Where can you find the passage? ( On the Internet)
2) What does Aunt Linda do?( She gives advice on an online newspaper.)
3) What are the names of the four teenagers?( Anna, Peter, Simon and Julie)
T: Skimming: Read the four posts and match the sentences with the four
students.
Step2. While reading
1. Ask students to read the first post and answer the questions:
The purpose is to develop the skills of skimming and how to gain the main idea
九年级英语 Unit 4 Problem and adviceP1 Reading 学案
Pre-reading:
Agony aunts
In 1691, John Dutton in England had a problem, but he had no one to ask for advice. He
thought that other people might be in a similar situation, so he began his own newspaper to give
people advice. The newspaper proved to be quite successful, and soon many people started similar
newspapers. Other newspapers also started to have advice columns. By 1740, however, most of
the people giving advice were women. Today we call a person giving advice to readers in a
newspaper or magazine an agony “aunts”.
While-reading:
Task 1: 见课本P50 B
Task 2: Skim the four posts and say what problem each student has.
Task 3: Read the four stories carefully and answer the questions.
Anna: 1. Why is Julie always on a diet?
2. What does Anna think of her friend?
3. Does Jolin take Anna’s advice?
Peter: 1. What did Peter see in the street yesterday?
2015年新牛津版九年级英语(上册)unit4ProblemsandAdvice
WORD格式整理版
学习指导参考 2014-2015学年深圳牛津版九年级英语上册
unit4 problems and advice课文及练习
Main words
n. model diet situation braces advantage mess comment request exam
adj. online awful ashamed embarrassed mad annoying careless polite
v. regret hate suggest fail
conj. though
pron. none
phrase： (be) on a diet laugh at feel ashamed of drive sb mad make a mess
out of place none of one's business hear from
online adj. 在线的 反义词 off-line
You can chat to other people who are online.
diet n. 规定饮食
（be) on a diet 节食
regret v. 懊悔 同义词 be sorry for
regret doing sth
regret (that)
I now regret leaving school so young.
He was beginning to regret that he'd come alone.
though conj. 虽然, 尽管 同义词 although
though 可放在句首或句中，不能与but 连用
Though she's almost 40, she still plans to compete.
九年级英语上册Unit4Problemsandadvice教案4
教
材
分
析 教学目标 1. Students master the sentence technical terms
Subjects, verbs, objects, complements and adverbials.
2. Students make a clear understand them and master the five
Basic simple sentences.
3. Students master the usage of them.
教学重点 Master the five basic simple sentences structures.
教学难点 The usage of the five basic simple sentences.
教学关键 The usage of the five basic simple sentences.
教法与学法指导 group work, self study
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间
分配
第一环节
复习回顾平移的基本性质，引入课题
StepⅠ:Warming up
1.Do a reading
comprehension which
includes all kinds
of sentences
structures.
1.Present a
reading passage
and ask students
to do a reading
comprehension.
1.Lead in to the
language topic
and improvethe
reading ability.
5
第二环节
观察操作、探索归纳平移的作法
StepⅡ:
Grammar learning .
① Self observation.
② Self development.
九年级英语上册 Unit 4《Problems and advice》(第2课时)教案
公众号：惟微小筑
Problems and advice
教学目标 知识与能力 认读和理解单词though, situation, advantage, embarrassed,和短语laugh at, make a mess等
过程与方法 通过深入阅读进一步理解四封邮件的内容并谈论对邮件内容的看法
情感态度与价值观 培养学生对于邮件进行自我看法的描述
教学重点 通过深入阅读 ,进一步理解四封邮件的内容
教学难点 能谈论自己对四封邮件所反映的问题的看法 ,并尝试提出建议
教具准备 多媒体
教法运用 小组交流教学法 ,谈论法 ,讲授法
学法指导 自主学习、探究学习、合作学习
根本环节 教师授课过程 (教师活动 ) 学生学习过程 (学生活动 ) 教学意图
导入
新课
(检查预习 ) 1.教师让学生翻开课文的文章 ,让学生朗读课文 回忆课文的阅读文章
初
学
新
课
(初步探究 ) 1. 教师出示课文中出现的几个问题 .如：
（1） Who is Anna worried about?
（2） What problem does Jo Lin have?
（3） Why is she always dieting?
（4） What does Anna think of her friend?
2.让学生观察这些问题的意思 ,并在文章中寻找出正确的答句 . 学生阅读第|一封邮件 ,并且答复PPT中出现的问题 .如：
（1） Her friend Jo
Lin.
（2） Because she
wants to be a
model. 分段阅读文章内容 ,深入理解全文 公众号：惟微小筑
引
导
释
疑
(合作学习 ) 1.教师引导学生阅读第二封邮件 ,然后完成以下表格 .
The woman Peter Peter ,s
friends
Yesterday Was lying
in the
___and Wanted to
英语九年级上册《Unit 4 Problems and advice Writing： An email to Aunt Linda》_12
Teaching Plan for Revision of Unit 1-4 9A
学情及补充说明：1. 学生次日即将进行第二次月考，本节课是最后一节的复习课。
2. 一周前学生已经进行了U1-U4单词短语语法复习的前置性作业，老师对学生的前置性作业已经进行了检查，对学生作业中出现的比较普遍和代表性的错误进行了收集和归纳，并且针对这些错误再次设计了本次复习课，旨在帮助学生解决突破难点，提高运用能力。
3. 初三2班大部分学生基础相对比较好，学生比较乐于参与课堂活动，故部分教学内容可以速度稍快。
4. 针对课堂容量较多，老师无法在堂上给予每个学生即时的写作批改反馈的问题，设计学生的写作分两部分进行，堂上完成初稿，在家完成作文上传到批改网，学生自行更正。
Contents Revision of Unit 1-4 9A
Procedures
Step Teaching’s activity Students’ activity Purposes
I. Pre-task
Revision of
words and
phrases of
U1-4 1. Assign the written task of
words and phrases of U1-4
2. Check the answers.
3. Write the revision work
sheets for Ss. 1. Go over words and
phrases of U1-4 and write
down the answers
2. Correct their mistakes. To memorize
words and
phrases of U1-4
Collect words
and phrases
that most Ss
made mistakes.
II. While-task
英语九上《Unit 4 Problems and advice Writing： An email to Aunt Linda》_13
9A Teaching Plan for Unit 4 Problems and advice Writing
教学设计
课题：牛津英语广州版 九年级上册 Unit 4 Problems and advice
课型：写作课
教学内容：Unit4 Writing
教学时间：40分钟
授课时间：2016年10月28日
教材分析：本单元以“问题与建议”为话题，以征求和给予建议的途径为主线。Writing 部分是写一篇征求建议的文章，教师需要补充一篇给予建议的文章。
教学对象分析：教学对象是九年级学生，虽然班上学生的英语基础存在差异，但平时上课时，学生踊跃发言，对活跃课堂气氛有一定的作用。初三的教学任务紧，一堂课需讲解两篇习作。这节课的教学内容虽然学生容易理解，但是对于中等偏下的学生要在一堂课完成两篇文章的写作任务还是有一定难度的。
Teaching
Content Unit 4 Problems and advice Writing
Teaching Aims 知识目标：
practice-based，启发学生, 归纳语言知识，开展专项、强化性的练习，写为主.
教学目标：
1. 掌握常见的征求建议的句式,如：Ｉhave a problem…; My problem is that…;
What should I do? What do you suggest? 等等；
2. 掌握常见的给予建议的句式， 如Why don’t you…? You should…; I think you
had better do …; Why not…? 等等；
3.指导学生运用写的学习策略，培养写作技能；
情感目标：关心身边的人，给出合适的建议。
Important/Difficult Points 1. 掌握征求和给予建议的常用表达方法。
2. 完成两篇习作：一篇征求建议和一篇给予建议的文章。
初三英语Unit 4 Problems and advice Reading学案
初三英语Unit 4 Problems and advice Reading学案
Unit 4 Problems and advice
Reading Activities
Introduction:
In this unit, we will be focusing on different types of problems that
people face in daily life and how to give advice to solve those
problems. We will explore different situations and scenarios to
understand the problems and learn various solutions. This will help
us in developing problem-solving skills and effective
communication in English.
Learning Objectives:
By the end of this unit, students will be able to:
1. Understand different types of problems and their causes.
2. Learn effective problem-solving techniques.
3. Know how to give advice and suggestions.
4. Enhance reading and comprehension skills.
Pre-reading Activities:
1. Brainstorming: In groups, discuss different types of problems
people face in their daily lives. Write them on the board.
英语九上《Unit 4 Problems and advice Writing： An email to Aunt Linda》_10
Problems and advice
材
分
析 教学目标 1. Students master the sentence technical terms
Subjects, verbs, objects, complements and adverbials.
2. Students make a clear understand them and master the five
Basic simple sentences.
3. Students master the usage of them.
教学重点 Master the five basic simple sentences structures.
教学难点 The usage of the five basic simple sentences.
教学关键 The usage of the five basic simple sentences.
教法与学法指导 group work, self study
教学环节 主要教学步骤或内容 学生主体活动 教师活动 设计意图 时间
分配
第一环节
复习回顾平移的基本性质，引入课题
StepⅠ:Warming up
1.Do a reading
comprehension which
includes all kinds
of sentences
structures.
1.Present a
reading passage
and ask students
to do a reading
comprehension.
1.Lead in to the
language topic
and improve the
reading ability.
5
第二环节
观察操作、探索归纳平移的作法
StepⅡ:
Grammar learning .
① Self observation.
英语九上《Unit 4 Problems and advice Writing： An email to Aunt Linda》_2
U4 Writing
教学内容 Writing (pp.59-60)
教学目标 语言知识 认读和理解单词comment, polite, none, exam和短语none of one’s business, hear from；认识单词request。
语言技能 学习求助信的结构，并能就自己存在的问题和困惑给专栏主笔Linda写一封电子邮件，寻求帮助和建议。
文化意识 了解答读者问专栏的形式。
教学重点 学习求助信的结构和写作要求。
教学难点 就自己存在的问题和困惑给专栏主笔Linda 写一封电子邮件，寻求帮助和建议。
教学过程
Step 1 检查回家作业的落实情况。
教师邀请部分学生表演编制的对话。
Step 2 学习Culture corner板块的内容，引入Writing板块写作任务
的话题。
1. 教师询问学生Who do you usually ask for help when you face
problems or difficulties? Have you ever thought of writing to an
agony aunt when you have troubles? 引出Culture corner 板块的话题。
2. 学生阅读Culture corner 板块的图文，然后回答下列问题。
● Who was the first agony aunt in history? (John Dutton.)
● How did he get the idea? (He had no one to ask for advice and he
thought other people might be in a similar situation.)
● How was John’s newspaper with such a section? (It turned out to
英语九上《Unit 4 Problems and advice Writing： An email to Aunt Linda》_1
沪教版九年级英语(上) unit4 writing教学设计
一、设计依据
《英语课程标准2011版》指出，义务教育阶段的英语课程具有工具性和人文性的双重性。本节课教学从学生的已有认知水平出发，以交际法教学理论为依据，以任务为驱动，以学生为中心”，教学的过程中，学生在老师引领下完成写前，写中和写后任务，学生来感知、理解和记忆英语语言的使用，体验学习英语的快乐和成就感，培养学生基本英语素养和发展学生思维能力，形成良好的品格和正确的价值观与人生观。
二、教材分析：
本课属于沪教版九年级英语上册Module 2 Ideas and view points， Unit 4 Problems
and Advice。本单元以问题和建议为话题，学习征求建议和给予建议的方法。本课为本单元第五课时，是一节写作课，要求学生在学习本单元词汇、语法、功能的基础上，学习求助信的写法，并就自己学习和生活的问题与困惑，给答读者问专栏主笔写一封电子邮件，寻求帮助和建议。前四课先读了四个青少年的网络求助帖子，了解了他们的困惑和苦恼，接着听了一段求助类的广播节目，在较真实的语境中感知如何求助，该怎样给予建议，然后在口语板块儿进一步熟练运用征求和给予建议的表达方法。本节课就是在前四节课的基础上的一节写作课，主要学习求助信的结构，认读理解相关单词和短语，并就存在的问题和困惑，给专栏主笔写一封电子邮件，寻找帮助和建议。培养学生积极的面对并设法排解生活和学习中的问题和困惑的能力。有了前面的语言基础和本节写作框架的学习，学生的写作输出应该能够水到渠成。
三、学情分析：
初三学生已步入青春期，由于升学压力，易产生烦躁焦虑情绪，急需他人的帮助，但却不知怎样表达内心的困惑，而本单元的话题正好反映了他们的问题，所以学生会很感兴趣。而我所在的学校是一所乡村中学，学生英语基础参差不齐，两极分化较大，作文对一半多学生来说是一件困难的事情。学生虽然已有一定的基础知识储备，知道使用一般现在时和一般过去时来阐述自己的问题，也能熟练使用what should I do? Can you give me